Email: jrbean@berkeley.edu

Website: ugc.berkeley.edu

Twitter: @undglobalchange

Jessica Bean, Ph.D.

University of California, Berkeley

Today!

​

1. UGC Project Goals

​

2. UGC Framework and Website Tour

3. Earth System Shuffle!

​

​

​

Understanding Global Change

​

• A conceptual framework to organize the complexity of climate and global change topics

​

• Tools for constructing visualizations (explanatory models) of the Earth system

​

• Resources for designing coherent instructional units

​

​

​

​

Coherent learning

requires connecting the dots!

​

​

J

J

​

5-ESS2-1. Develop a model using an example to describe ways

the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

​

​

​

​

HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

​

​

Science and Engineering Practice

(Developing and using models)

Crosscutting Concept

(Systems and system models)

Crosscutting Concept

(Stability and change)

Science and Engineering Practice (Analyzing and interpreting data)

Next Generation Science Standards�Earth Systems Performance Expectations

Understanding Global Change

1 minute individual brainstorm on your own paper:

​

What is a system? Why is thinking about systems useful?

​

​

Use diagrams and/or words.

​

​

Understanding Global Change

​

3 minutes to share on Jamboard:

​

What is a system? Why is thinking about systems useful?

Use diagrams and/or words.

​

There are MANY different ways to show your ideas!

​

​

​

​

Pen tool

Eraser

Select

Sticky note

Add Image

Shapes

Text box

Laser

Frame = Pages

Understanding Global Change

​

3 minutes to share on Jamboard:

​

What is a system? Why is thinking about systems useful?

Use diagrams and/or words.

​

There are MANY different ways to show your ideas.

​

​

Jamboard Link: https://tinyurl.com/UGC-NGSS-Feb

​

​

​

Systems in NGSS

Systems and System Models

A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.

​

Appendix G – Crosscutting Concepts

Systems in NGSS

• In grades 6-8, students can understand that systems may interact with other systems…. They can use models to represent systems and their interactions—such as inputs, processes and outputs…
• In grades 9-12, students can investigate or analyze a system by defining its boundaries and initial conditions, as well as its inputs and outputs….

Appendix G – Crosscutting Concepts

Bringing systems thinking into the classroom�Gilissen et al., 2020

Bringing systems thinking into the classroom, Gilissen et al., 2020

Building Connections

Explore interacting physical, chemical, and biological processes

Today!

​

1. UGC Project Goals

​

2. UGC Framework and Website Tour

3. Earth System Shuffle!

​

​

​

Understanding Global Change

Discover why the climate and environment changes, your place in the Earth system, and paths to a resilient future.

ugc.berkeley.edu

UGC Earth Scene = Template for constructing models

​

Ask students to make their thinking visible and improve ideas over time

ugc.berkeley.edu

Understanding Global Change Framework

​

Topics are organized by:

• Earth system (e.g. ocean circulation, greenhouse effect)
• Measurable changes that occur within the Earth system (e.g., temperature, extinction/ diversification)
• Causes of change in the system (e.g., burning of fossil fuels, volcanism)

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

= Phenomena

​

(observable,

measurable)

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

Everyday Language Version

Building System Connections

Develop and articulate a system perspective and an understanding of the interacting physical, chemical, and biological processes that shape climate and ecosystems.

The UGC framework is a….��- Lens through which to see the world/ science content��- “You are here” map���For example, if you are thinking about/teaching or (ecology) what other topics are related to these concepts? �

What do you teach? (3 min)��Go to Frames 2-6 on the Jamboard

​

Multiple people can work on the same frame.

​

Put your name on a sticky note.

�Try to have each person on the same frame use a different color to circle the topics in the framework.��Draw arrows to show how topics are connected.

Poster pics

Dr. Jen Pierce

Department of Geoscience, Boise State University

​

UGC Interactive

Export

options…

1

_____________________

_____________________

Description:

2

_____________________

_____________________

Description:

3

_____________________

_____________________

Description:

• Watch a video or look at a dataset.
• Then ask students to find the Earth system connections...

UGC Earth System Bingo

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

ugc.berkeley.edu

= Phenomena

​

(observable,

measurable)

ugc.berkeley.edu

ugc.berkeley.edu

Link CLEAN resources�to explore system �interactions!

Understanding Global Change Unit Planning Guide

Professional Learning Communities

• K-12 instructional unit development
• Phenomena include:

- Increase in acres burned in wildfires

- Return of the river otters to the SF Bay

- Seasonal and long-term patterns in salmon populations

- Starfish wasting disease and nearshore population dynamics

Today!

​

1. UGC Project Goals

​

2. UGC Framework and Website Tour

3. Earth System Shuffle!

​

​

​

Earth System Shuffle!

​

Purpose:

• Experience the materials as an adult learner.
• Become more familiar with the UGC framework and icons.
• As you work, brainstorm about how you could do this or a similar activity with your students.
• There are a few different versions. This one can be used if you can’t do breakout rooms or need an asynchronous activity

​

​

Earth System Shuffle!

• Select one of the icons on the Jamboard on frame 7.
• Use the keyboard command to copy the icon (do not paste yet).

​

​

Earth System Shuffle!

• Selects one of the icons on the Jamboard on frame 8.
• Use the keyboard command to copy the icon (do not paste yet).
• Measurable Change icons are on frames 9-13 of the Jamboard.

​

​

Earth System Shuffle!

• Selects one of the icons on the Jamboard on frame 8.
• Use the keyboard command to copy the icon (do not paste yet).
• Measurable Change icons are on frames 9-13 of the Jamboard.
• Decide which Measurable Change your icon is related to. There is likely more than one, so pick the one where you can provide the best explanation of your connection. Go to that frame of the Jamboard and use the keyboard command to paste your icon!

​

​

​

​

On the Jamboard, use words, arrows, and any of the extra icons to explain how your concept is connected to the focal Measurable Change .

​

Use the stickies to write an explanation of the connections.

​

Take 2-3 minutes and then go contribute to another Earth system model! Try to visit at least 3 different models.

Extensions

• Shuffle Zoom breakout rooms and students share models
• Combine Zoom rooms and ask students to look for similarities/ connect their models
• Make a final consensus model with the UGC interactive

Earth System Shuffle!

Earth System Shuffle!

​

Ways to modify for different audiences:

​

• Select a subset of the icons relevant to your curriculum/community. Increase the number of icons over the course of the year.

​

• Have participants revise and extend models after additional learning experiences.

​

​

Understanding Global Change

​

• A conceptual framework to organize the complexity of climate and global change topics

​

• Tools for constructing visualizations (explanatory models) of the Earth system

​

• Resources for designing coherent instructional units

​

​

​

​

Thank you!

UCMP

• Charles Marshall
• Trish Roque
• Helina Chin
• Lisa White

HHMI

• Mark Nielsen
• Aleeza Oshry

​

​

​

The Understanding Global Change project is supported by a grant to the Gordon and Betty Moore (#3416) and the Novim Foundation to C.R. Marshall and J.R. Bean.

Contact: Jessica Bean - jrbean@berkeley.edu

​

​

Advisory Board

• David Ackerly
• Joe Levine
• David Lindberg
• Richard Norris
• Jeff Kiehl
• Ivano Aiello

​

​

​

​

​

Email: jrbean@berkeley.edu

Website: ugc.berkeley.edu

Twitter: @undglobalchange

Jessica Bean, Ph.D.

University of California, Berkeley